1 THE NEW 21ST CENTURY NATIONAL CURRICULUM BRUNEI DARUSSALAM

1. INTRODUCTION The school curriculum and assessment are an integral part of any
education system the school curriculum is defined as the set of learning
experiences to be provided to our students necessary for achieving the aims of
education in Brunei Darussalam. It sets out a clear framework to teaching and
learning as aspired by the country education vision and mission. It sets out what we
want students to know and to be able to do. We want our students to be lifelong
learners who are confident and creative, connected, and actively involved. It sets
out values that are to be encouraged, modelled, and explored. It also determines
how our students performance will be assessed and reported. It gives teachers,
students, parents, employers and the society a clear and shared understanding of
the knowledge, skills and values to be gained at school. We are offering our
students the most effective and engaging learning experiences possible, and
supporting them to achieve to their highest potential and to be successful citizens
of Brunei Darussalam in the twenty-first century. The school curriculum and
assessment will operationalize the key development and design strategies for
quality education envisioned in the education document through the provision of a
balanced, relevant, differentiated and dynamic curriculum. This is to be achieved
through the provision of a differentiated curriculum comprising 8 key learning areas.
The key learning areas provide the broad knowledge domain in the development of
knowledge, skills and values.
2. PRINCIPLES, ACHIEVEMENTS AND STRENGTHS School education in Brunei
Darussalam since the country gained full independence and before, has contributed
greatly to the economic and social development of the country. The products of the
educational system have to a large extent met the manpower requirements of the
country. Much of the social harmony, peace and tranquillity that we enjoy in the
country can be attributed to the educational system that has inculcated these
values. a. Notable features of the existing school curriculum are as follows: i. The
school curriculum has been characterized by a collection of school subjects and
syllabuses produced by the Curriculum Development Department and the Syllabus
and Textbook Committees. Public examinations, however, are administered by the
Examination Department. ii. Greater attention was given to the expansion of
education for all. With the expansion of education for all, the need to cater to pupils
of varying abilities has become important. Hence vocational and technical
education was expanded to respond to these changes. iii. The Curriculum
Development Department meanwhile is engaged in works which respond to the
needs and requirements of the Ministry of Education in providing education to all
levels and groups. Improvements and adjustments were made to 2 existing subject
curricula in response to social changes and needs. New curricula were developed for
civics, history, science and mathematics. Many projects were introduced to further
improve instruction and learning in schools. The RELA project for English language

learning and the CoRT thinking project are examples of such projects. b. The Issues
Although the existing school curriculum and school education has served the
country well, rising expectations and global challenges of the 21st century has been
exerting great pressure on the need to equip students with 21st century skills.
Among issues that need to be addressed are: i. Societal expectation towards wholeperson development. ii. Education in Brunei Darussalam is seen as an on-going
effort towards developing the potential of the individual in a holistic manner, so as
to produce individuals who are intellectually, spiritually, emotionally and physically
balanced, responsible and with high moral standards. In line with this national
vision, school education should aim at developing the potential of the individual in a
holistic, balanced and integrated manner so that the individual is able to cope
confidently with the needs and demands of daily life in a technological and
information rich society. iii. Learners should be equipped with the relevant 21st
century skills. An issue that is of concern to educational planners and policy makers
all over the world is whether the products of the school system are able to meet the
manpower requirements of the country in science, mathematics and technology
both in terms of quantity and quality in the coming years. The demand for highly
skilled workers is accelerating rapidly. iv. Educational planners and policy makers
see it as key subjects such as Science, Mathematics, Languages and ICT in the
development of scientific and technical literacy within the work force that is
essential to economic and industrial development of the country. Today these
subjects have taken on added importance with the proliferation in the use of
computers and the emergence of the k-economy. It has been said that in the keconomy, human capital will be more highly priced than financial capital. The
wellskilled and ICT savvy individuals will gain the upper hand in such an
environment and the others will be left behind. To what extent can our school
education equip individuals to cope with the challenges and the requirements of the
21st century? v. There is a need to move away from terminal examinations to more
school based assessments. In the current education system, the national curriculum
is basically examination oriented. The examinations which pervade through the
system are usually held either at the end of a term, mid-term and end of the year,
and are conducted mainly for the purpose of familiarising and drilling students with
testing skills in preparation for high stake public examinations.
3. THE NEW 21st CENTURY NATIONAL CURRICULUM FRAMEWORK AND MODEL The
curriculum will be broad, balanced, relevant and differentiated, and takes into
account each individuals strengths and weaknesses whilst making provision for
progression and 3 continuity. It is intended to be responsive to the changes in the
society and the economy, and will lead students towards life-long education. SPN21
places the learner at the heart of teaching and learning based on an appreciation of
the students individual needs. Optimal opportunities will be provided to accelerate
individuals who can progress faster whereas special guidance will be given to
individuals who need help. The Curriculum Framework and model presented in
Figure 10 and Figure 11 act as a platform for developing the curriculum and

assessment in the new education system.4 Figure 1: THE CURRICULUM FRAMEWORK

(SPN 21) PROVIDE HOLISTIC EDUCATION TO ACHIEVE FULLEST POTENTIAL FOR ALL
ASSESSMENT ASSESSMENT AS LEARNING MONITORING OF STANDARDS
COMPREHENSIVE, SYSTEMATIC AND VALID MONITORING AND BENCHMARKING ARE
SET IN PLACE AIMED AT IMPROVING QUALITY OF EDUCATION. DESIRED OUTCOMES
(STUDENT
PERSPECTIVE)
NURTURE
WELL
ROUNDED
STUDENTS
RAISE
ACHIEVEMENT DEVELOP LIFE-LONG LEARNING SKILLS PREPARE STUDENTS WITH
VALUABLE AND MARKETABLE SKILLS LEARNING OUTCOMES LEARNING OUTCOMES
FOCUSING ON WHAT AND HOW LEARNERS CAN MODIFY, INNOVATE, ADAPT AND
IMPROVISE KNOWLEDGE TOWARDS EXCELLENT ACHIEVEMENT INTEGRATED /
THEMATIC / TOPICAL / INCLUSION / CONTEXT BASED / SPECIALISED PEDAGOGICAL
APPROACHES LEARNING AREAS ISLAMIC RELIGIOUS KNOWLEDGE & MALAY ISLAMIC
MONARCHY LANGUAGES ARTS & CULTURE HUMANITIES & SOCIAL SCIENCES
SCIENCES TECHNOLOGY MATHEMATICS HEALTH & PHYSICAL EDUCATION. Inclusion
of: ICT AND ENTREPRENEURSHIP ACROSS THE CURRICULUM CO-CURRICULUM
COMMUNITY INVOLVEMENT PROGRAM (CIP) Knowledge and Understanding e.g.
Master the challenges of a global, knowledge based economy LEARNING
FOCUS/DOMAIN Essential Skills e.g. Communication, Numeracy, ICT, Problem
Solving, Team work, Self-management and Competitive Moral and Values e.g. MIB,
Patriotism, Piety, Tolerance and Mutual Respect PRESCHOOL/ PRIMARY/ SECONDARY
MOES MISSION ASSESSMENT FOR LEARNING ASSESSMENT OF LEARNING
STRATEGIC THEMES PROFESSIONAL, RESPONSIBLE AND EFFICIENT ORGANISATION
QUALITY EDUCATION EXCELLENCE IN TEACHING & LEARNING5 CORE CIRCLE The
core of the model is a holistic education which is the goal of the curriculum. It is
based on the premise that the individual student/learner is at the centre of all
teaching and learning. The curriculum model aims to provide: an all-round
development of the individual; opportunities to enhance individual strengths and
abilities; a well-balanced education which allows students to draw on a wide range
of knowledge areas and learning experiences; Knowledge and Understanding,
Essential Skills and Attitudes and Values form the main domain of the teaching and
learning process. MIDDLE CIRCLE These Learning Areas are central in providing
holistic education which stems from the SPN21 curricular aim. The teaching and
learning of these subjects is to be learner-centred. This curriculum model aims to
achieve the following, provide opportunities for all-round individual development
provide opportunities for reinforcing and enhancing individual strengths and
abilities; provide a balanced education, enabling learners to draw on the
knowledge and learning experiences from various subjects; provide context in
eight learning areas for the acquisition of knowledge, essential skills, attitudes and
values. OUTER CIRCLE This represents the infrastructure of the curriculum model. It
defines five major elements which steer the students perspective and
understanding embedded /across the curriculum involving:- MIB as the state
philosophy; Social Skill Programmes (SSP) as the ability to work with others in
harmony and respectfulness; Thinking Skills as key feature of learning; Digital
Literacy as essential learning tools; and Entrepreneurship as active learning that

develops transferable skills of all kinds in relation to actual business and to real life.
Co-curriculum as an augment to a holistic education Figure 2: The National
Curriculum Model LEARNER6 3.1. Stages of schooling and student development The
new SPN 21 curriculum has identified the smooth transition and continuous
curriculum from preschool to primary and to secondary level in a developmentally
appropriate setting as shown in Figure 3. i. Preschool: Reception/ foundation stage;
Socio-emotional development; personality development; preparation to primary
education. Five major aspects will be taken into account in the teaching and
learning process at the preschool education stage so as to provide opportunities to
children to, enjoy exploring things around them develop physically, emotionally
and socially develop cognitively and intellectually develop their language skills
express their creativity and enjoy participating in creative activities. ii. Year 1 to Year
3: Emphasis on the 3Rs, Socio-emotional development and personality development
will enable learners to: master basic skills in reading, writing and numeracy and
develop an interest in and a habit of reading develop social skills and cooperative
attitudes, mutual respect for others, reasoning ability and problem solving skills be
equipped with basic skills of utilizing ICT to learn Reception/ foundation stage;
Socio-emotional development; personality development; preparation to primary
education Emphasis on the 3Rs, Socio-emotional development, personality
development. Application of the 3Rs and complex skills; development of personality,
attitudes and values General education, consolidation of skills, development of
aptitude and interests, personality, attitudes and values. consolidation of skills;
development of aptitude and interests, personality, attitudes and values;
prevocational, specialization and higher education7 be engaged in explaining
concept, recognising objects and ideas, and in creative works. iii. Year 4 to Year 6:
Application of the 3Rs, complex skills and knowledge, development of personality,
attitudes and values aim to enable learners to: master basic reading and writing
skills and be able to read and communicate effectively at a higher level, both orally
and in writing. master basic understanding of scientific and mathematical
concepts; participate actively in group life and develop emotional health and
physical fitness develop basic learning, reasoning and problem solving skills and
learn to look for various learning resources and obtain knowledge independently.
develop positive values and attitudes, to learn to care about the society and
environment and to identify themselves with their nation, and , appreciate beauty
and arts. iv. Year 7 to Year 8: General education, consolidation of skills, development
of aptitude and interests, personality, attitudes and values aim to enable learners
to: learn independently; be confident in applying ICT in learning; develop
capability for reasoning, problem-solving, knowledge application and creativity;
master the Malay Language and the English Language; experience all round
development in academic, social and cultural arenas. master basic concepts in all
key learning areas; develop a deep love for the country Brunei Darussalam and a
good understanding fo the mib philosophy develop health conciousness, develop
interest in arts and aesthetic appreciation v. Year 9 to Year 10/11: Consolidation of
skills; development of aptitude and interests, personality, attitudes and values; pre-

vocational, specialization and higher education aim to enable learners to: establish
a sound foundation of skills in preparation for life-long learning; develop a solid
grounding in science, mathematics, languages and other learning areas in
preparation for higher education; develop an understanding and a foretaste of the
career to be chosen and of the job market; enjoy and possess the ability of
aesthetic appreciation. 3.2. Key Learning Areas The SPN 21 curriculum specifies
eight key learning areas which describe in broad terms the knowledge and
understanding that all students need to acquire. The eight learning areas are: i.
Languages, ii. Mathematics, iii. Science, iv. Social Science and Humanities, 8 v. Arts
and Culture, vi. Technology, vii. Islamic Religious Knowledge and Malay Islamic
Monarchy, and viii. Health and Physical Education. All the key learning areas aim at
nurturing learners so that they become intellectually, spiritually, emotionally and
physically balanced individuals. The delineation of the key learning areas has taken
into account the cultural, socio-economic and technological needs of Brunei
Darussalam. Subjects are derived from these learning areas for three levels,
preschool, primary and secondary. The eight key learning areas have provided the
structure for organising the curriculum into several sections. They include subjects,
modules, and project works that cut through the learning areas. Figures 13 to 18
show the domains of learning offered at the various levels of schooling. Figure 4:
Subjects taught in Year 1 to Year 3 Learners are required to study all core subjects
and the compulsory subjects. a. Core Subjects Learning Areas Subject Medium of
instruction Instruction time per year (in hours) Percentage (%) Languages Bahasa
Melayu Malay 160 22% English Language English 160 22% Mathematics
Mathematics English 128 18% Science Science English 64 9% b. Compulsory
Subjects Learning Areas Subject Medium of instruction Instruction time per year (in
hours) Percentage (%) Islamic Religious Knowledge & Malay Islamic Monarchy (IRK &
MIB) Islamic Religious Knowledge Malay 48 7% Health & Physical Education Physical
Education Malay 64 9% Co-curriculum Malay/English 32 4% Art and Culture Creative
Art and Technology 64 9% Module 1: ICT English Technology Module 2: Art and
Design Malay Module 3: Music and Drama Malay/English Notes: Elements of civics,
entrepreneurship and social studies will be integrated into suitable themes/topics.
MIB, ICT and thinking skills will be applied across the curriculum.9 Figure 5: Subjects
taught in Year 4 to Year 6 Learners are required to study all core subjects and the
compulsory subjects. a. Core Subjects Learning Areas Subject Medium of instruction
Instruction time per year (in hours) Percentage (%) Languages Bahasa Melayu
Malay 128 18% English Language English 128 18% Mathematics Mathematics
English 128 18% Science Science English 80 11% b. Compulsory Subjects Learning
Areas Subject Medium of instruction Instruction time per year (in hours) Percentage
(%) Islamic Religious Knowledge & Malay Islamic Monarchy (IRK & MIB) Islamic
Religious Knowledge Malay 48 7% Malay Islamic Monarchy Malay 32 4% Health &
Physical Education Physical Education Malay 48 7% Co-curriculum Malay/English 32
4% Humanities and Social Science Social Studies English 48 7% Art and Culture
Creative Art and Technology 48 7% Module 1: ICT English Technology Module 2:
Art and Design Malay Module 3: Music and Drama Malay/English Notes: Elements

of entrepreneurship will be integrated into suitable themes/topics in selected

subjects. MIB, ICT and thinking skills will be applied across the curriculum. Figure 6:
Subjects taught in Year 7 to Year 8 Learners are required to study all core subjects
and the compulsory subjects. They are also required to choose one of the elective
subjects.10 a. Core Subjects Learning Areas Subject Medium of instruction
Instruction time per year (in hours) Percentage (%) Languages Bahasa Melayu
Malay 96 13% English Language English 96 13% Mathematics Mathematics English
96 13% Science Science English 96 13% b. Compulsory Subjects Learning Areas
Subject Medium of instruction Instruction time per year (in hours) Percentage (%)
Islamic Religious Knowledge & Malay Islamic Monarchy (IRK & MIB) Islamic Religious
Knowledge Malay 64 9% Malay Islamic Monarchy Malay 32 5% Health & Physical
Education Physical Education Malay 64 9% Co-curriculum Malay/English 32 4%
Humanities and Social Science Social Studies English 48 7% Art and Culture
Business and Technology 48 7% Module 1: Sc & Technology (D&T, Home
Economics, Agriculture) English Technology Module 2: ICT English Module 3:
Commercial Studies English Module 4: Music and Art Malay/English Elective
Subjects Learning Areas Subject Medium of instruction Instruction time per year (in
hours) Percentage (%) Languages Arabic Arabic French French 48 7% Mandarin
Mandarin Notes: Elements of entrepreneurship will be integrated into suitable
themes/topics in selected subjects. MIB, ICT and thinking skills will be applied across
the curriculum.11 Figure 7: Subjects taught in Year 9 to Year 10/11 - General
Program Learners are required to study 4 core subjects, 3 compulsory subjects and
at least 2 of the elective subjects. a. Core Subjects Learning Areas Subject Medium
of instruction Instruction time per year (in hours) Percentage (%) Examination
Languages Bahasa Melayu Malay 112 15% BRUNEI CAMBRIDGE GCE O LEVEL
English Language English 112 16% Mathematics Mathematics English 112 16%
Sciences Science* Physics / Chemistry /Biology/ Combined Science English 112 16%
*Learners must study at least one of the Science subjects offered. b. Compulsory
Subjects Learning Areas Subject Medium of instruction Instruction time per year (in
hours) Percentage (%) Examination Islamic Religious Knowledge & Malay Islamic
Monarchy (IRK & MIB) Malay Islamic Monarchy Malay 32 4% School-Based
Assessment Pendidikan Kesihatan & Jasmani Physical Education Malay 32 4% Cocurriculum Malay/English 48 7% 32. Elective Subjects Learning Areas Subject
Medium of instruction Instruction time per year (in hours) Percentage (%)
Examination Languages Malay Literature Malay 80 11% BRUNEI CAMBRIDGE GCE
O LEVEL English Literature English Arabic Arab French French Mandarin Mandarin
Mathmatics Additional Mathematics English Sciences Physics English Chemistry
English Biology English Islamic Religious Knowledge & Malay Islamic Monarchy (IRK
& MIB) Islamic Religious Knowledge Malay Humanities and Social Science
Geography English History English Economics English Principles of Accounts English
Art and Culture Art & Craft English12 Music English Technology Design and
technology English Computer Studies / ICT English Food and Nutrition English Notes:
MIB, ICT and Thinking Skills are applied across the curriculum. Figure 8: Subjects
taught in Year 9 to Year 10/11Applied Program Learners are required to study 4 core

subjects, 4 compulsory subjects and at least 2 of the elective subjects. 32. Core
Subjects Learning Areas Subject Medium of instruction Instruction time per year (in
hours) Percentag e (%) Examination Languages Bahasa Melayu Malay 96 13% GCE
O-level English as a Second Language (E2L) English 96 13% IGCSE Mathematics
Mathematics English 96 13% IGCSE Sciences Combined Science English 96 13%
GCE O-level *Learners must study at least one of the Science subjects offered. b.
Compulsory Subjects Learning Areas Subject Medium of instruction Instruction time
per year (in hours) Percentage (%) Examination Islamic Religious Knowledge &
Malay Islamic Monarchy (IRK & MIB) Islamic Religious Knowledge Malay 64 9%
School-Based Assessment Malay Islamic Monarchy Malay 32 5% Pendidikan
Kesihatan & Jasmani Physical Education Malay 32 5% Co-curriculum Malay/English
48 7% c. Elective Subjects Learning Areas Subject Medium of instruction Instruction
time per year (in hours) Percentage (%) Examination Humanities and Social Science
Geography English 80 11% GCE O-Level Travel and Tourism English IGCSE
Commercial Studies English GCE O-Level Development Studies (0543) English IGCSE
Commerce English GCE O-Level Accounting English IGCSE Food & Nutrition English
IGCSE Business Studies English IGCSE Art and Culture Art & Design English IGCSE
Art (6010) English GCE O-Level Drama English IGCSE13 Music English IGCSE
Technology Design and technology English IGCSE Computer Studies English GCE OLevel Information Technology English IGCSE Woodwork English IGCSE Fashion and
Fabrics English GCE O-Level Agriculture English GCE O-Level Health and Physical
Education Physical Education English IGCSE Notes: MIB, ICT and Thinking Skills are
applied across the curriculum. Figure 9: Subjects taught in Year 9 to Year 11Special Applied Program Learners are required to study 4 core subjects, 4 compulsory
subjects and at least 6 modular electives within the course of three years. a. Core
Subjects Learning Areas Subject Medium of instruction Instruction time per year (in
hours) Percentag e (%) Examination Languages Bahasa Melayu Skills Malay 96 13%
GCTE - BDTVEC Language and Communication English 96 13% Mathematics
Functional Mathematics English 96 13% Sciences Functional Science English 96 13%
b. Compulsory Subjects Learning Areas Subject Medium of instruction Instruction
time per year (in hours) Percentage (%) Examination Islamic Religious Knowledge &
Malay Islamic Monarchy (IRK & MIB) Islamic Religious Knowledge Malay 64 9%
School-Based Assessment Malay Islamic Monarchy Malay 32 5% Pendidikan
Kesihatan & Jasmani Physical Education Malay 32 5% Co-curriculum Malay/English
48 7%14 c. Elective Subjects (Modular) Learning Areas Subject Medium of
instruction Instruction time per year (in hours) Percentage (%) Examination
Humanities and Social Science Art and Culture Technology Production Production of
artistic furniture Malay and English 80 11% GCTE - BDTVEC Sign Design Multimedia
production Food processing Computer graphics Landscape and nursery Crop
production Aquaculture and recreational animals Dress making and design Services
Servicing household electricals Catering Facial and hair dressing Servicing freezers
and air-conditioners Basic interior decoration Servicing automobiles Performing Arts
Music Commerce Basic enterprise Skills Basic book-Keeping Basic clerical skills
Typing Notes: MIB, ICT and Thinking Skills are applied across the curriculum. 3.3.

Learning Focus / Domain The SPN-21 curriculum will ensure that within broad
learning areas students will develop the required essential skills, knowledge and
understanding with the right attitudes and values to ensure holistic development.
Students will learn content within the context of 21st century skills. a. Knowledge
and Understanding Knowledge and understanding covers the content-based subject
disciplines to ensure students have a good foundation in content across different
areas of studies. b. Essential Skills The essential skills listed below have been
identified as the skills for the 21st Century that when combined with relevant
knowledge and the inculcation of proper attitudes and values, will provide the basis
for lifelong learning and employability in a progressive and challenging world. i)
Communication Skills Communication combines the four components of Listening,
Speaking, Reading, and Writing. ii) Numeracy Skills15 Numeracy refers to
"numerical literacy", which is the ability to handle numbers and other mathematical
concepts. iii) ICT Skills This skill has become an integral part of the 21st Century
education. This skill will be mastered by students in line with the technological
advancements and globalisation that is being experienced presently, and with more
rapidness in the future. iv) Thinking Skills and Problem Solving These skills consist
of knowledge, dispositions, and cognitive and meta-cognitive operations. These
problem solving skills which link to the process of thinking, hypothesis formation,
investigating, analysing and making decision to solving problems are all necessary
tools in a society characterised by rapid changes, many alternative actions, and
numerous individual and collective choices and decisions. v) Self-Management and
Competitive Skills Self-management is the outcome when a person systematically
uses behaviour change strategies to change their own behaviour by adapting to
new ideas, technologies and situations. The ability to plan, implement and evaluate
the outcomes of a particular strategy are all aspects of self-management and being
competitive, which are essential in developing enterprising attitude in students. vi)
Study and Work Skills Effective study and work skills are essential for students to
obtain good results in school, and are useful in general to improve learning
throughout life, in support of career and other interests. The ability to learn
independently, manage their time properly, identifying proper methods of revision
and exam techniques, plan effectively, work in a team and carry out activities. vii)
Social Skills These combine both the interpersonal and intrapersonal skills. By
mastering these skills, students can understand themselves better and able to
interact with other members of society. viii) Physical Skills Physical skills focus on
improving fitness and developing various other skills that will help an individual
achieve a happy and healthy life. ix) Aesthetic Skills Mastering these skills will allow
students to approach a work of creative expression, either physical or human, with
openness and interest and able to show their appreciation and value towards such
creations sensibly. 3.4. Attitudes And Values The SPN21 curriculum aims to inculcate
the correct attitudes and values in students by providing them with a philosophy of
living, thereby facilitating their overall growth and development so that they may
integrate well into the community with purpose, respect and confidence. To ensure
a holistic development, the following values will be embedded throughout the

learning area:16 o Self Confidence and Self-Esteem o Empathy and

Appreciativeness o Self-Reliance and Independence o Tolerance and Mutual Respect
o Caring, Concerns and Sensitivity o Integrity o National Patriotism o Piety o
Competitiveness o Commitment 3.5. Learning Outcomes Learning outcomes are
statements that specify what learners will know or are able to do as a result of a
learning activity which helps to focus on the students behaviour that is to be
changed. They also serve as guidelines for content, instruction, and evaluation to
identify specifically what should be learned, unlearned or relearned. Learning
outcomes convey to learners exactly what is to be accomplished. Each subject will
have specific learning outcomes. Students progress can be observed and measures
in the acquisition of the required essential skills, knowledge and understanding
together with the right attitudes and values. Lessons conducted will have specific
objective to be achieved. These objectives are connected to the learning outcomes.
The subject content that supports the attainment of these objectives is decided
once the objectives have been clearly identified. It will be focusing more on skills to
get to the objective. a. Languages From this area of study, it is intended that
learners will be able to achieve the following learning outcomes: Gain an
appropriate level of mastery over the language systems which include grammar,
spelling conventions, pronunciation and intonation, and correct and appropriate use
of vocabulary and structure to fulfil the purpose of the language learned whether as
an official language, a second language or a foreign language; Develop the ability
to read and understand information that is stated and implied for the purpose of
gaining knowledge. Variety in reading technique is emphasized to ensure reading
efficiency and the inculcation of a love for reading; Develop and increase writing
efficiency in order to express ideas from various disciplines and subjects, as well as
be able to express ones feelings; Expand and enhance critical and creative
thinking skills through the use of language; Raise linguistic efficiency in
understanding, interpreting, manipulating as well as responding to information
heard, viewed and written in order to fulfil the requirements of daily needs,
expansion of knowledge for lifelong learning and career demands; Develop
effective communication skills among students in a number of languages so as to
enable them to participate, interact and contribute actively in the global 17
community and culture based on an understanding of the socio-cultural, economic
and political contexts; Build up the students capability to master aspects of
literacy which will help them develop appreciation for the beauty and intricacy of
literary works so that they are motivated to produce their own creative work
Incorporate the use of multimedia particularly information technology for the
purpose of accessing/obtaining, creating/designing, processing and delivering
information in various forms in order to fulfil a range of needs, situations and
purposes; Build and cultivate an attitude of open-mindedness to diverse sources of
information and evaluate and filter information that is useful. b. Mathematics From
this area of study, it is intended that learners will be able to achieve the following
learning outcomes: Develop learning skills, concepts, understanding, and attitudes
to cope confidently with the mathematics of everyday life; Stimulate the interest of

students in learning mathematics and foster good learning habits understand and
develop mathematical thinking and reasoning through solving mathematical
problems; Develop the students ability to interpret and communicate clearly and
precisely mathematical ideas both orally and in writing and to read and comprehend
a mathematical text; Provide a foundation for students who may continue studies
in mathematics or other disciplines where mathematical concepts are essential;
Develop an appreciation of the nature of mathematics and mathematical processes.
c. Science From this area of study, it is intended that learners will be able to achieve
the following learning outcomes: Reason, think creatively, make logical and
responsible decisions and solve problems. Understand the impact of science on the
phenomenal technological changes that have accompanied it and its effects on
medicine and to improve the quality of life, on industry and business and on the
environment. Understand process skills (scientific enquiry, science-based skills and
other accompanying generic skills such as communication skills, critical thinking
skills, problem solving skills and creativity) and possess appropriate values and
attitudes for personal development to participate in a world of technological
change. Observe phenomena and events, and to carry out experiment(s). Know
and understand things around them through stimulation and cultivation of their
curiosity. d. Humanities And Social Science From this area of study, it is intended
that learners will be able to achieve the following learning outcomes: Learn the
ways in which people from different cultures, time-zone, and places make decisions,
and meet their physical, social, emotional, and spiritual needs. 18 Understand
their rights, roles, and responsibilities as members of a family and as citizens in a
society. Develop skills in research, critical and creative thinking, communication,
and social participation. Learn how and why change and continuity have affected
people's lives in various contexts and times. Examine the events, beliefs, and
forces which have shaped our world. Know how people in different places have
interacted with the environment, and understanding how they manage or
mismanage resources. Develop an awareness of the present and future role of
occupation in their lives and gain an understanding of economic activities. e. Arts
And Culture From this area of study, it is intended that learners will be able to
achieve the following learning outcomes: Develop arts skills, knowledge and
values through the construction of experience, practice and increasing maturity in
an active learning environment. Appreciate and be sensitive towards environment
and cultures in contexts within and outside the country. Develop self esteem with
regards to ones race and culture Observe, evaluate and analyse all forms of art
processes and products rationally. f. Technology From this area of study, it is
intended that learners will be able to achieve the following learning outcomes:
Live and work in a technological society through the applications of practical or
scientific knowledge;
Develop technology literacy through the use of ICT.

 Develop knowledge and skills through multiple approaches such as design

process i.e. problem solving skills through analyzing problems, gathering
information, suggesting alternative solutions, making judgments and decisions, and
within certain defined constraints, plan, organize, create, communicate ideas and
evaluate solutions. g. Islamic Religious Knowledge And Malay Islamic Monarchy
From this area of study, it is intended that learners will be able to achieve the
following learning outcomes: Acquire the knowledge and understanding concerning
the religion Islam on the aspect of revealed knowledge (Fardhu Ain) and acquired
knowledge (Fardhu Kifayah) in the akidah (creed of) Ahli Sunnah Wal Jamaah.
Practise Islam as a way of life Inculcate virtues and moral values through the
national philosophy: Malay Islamic Monarchy (MIB). Love ones religion, race,
monarch and country. Care for other members of the society and contribute
positively towards building a progressive and responsible society. h. Health And
Physical Education19 From this area of study, it is intended that learners will be able
to achieve the following learning outcomes: Maintain their physical fitness
(physical, mental, spiritual, social and emotional) Enhance their personal health
during their school years and throughout life. Develop knowledge and skills in
games & sports. 3.6. Other aspects integrated into the learning areas A number of
value-added skills will be integrated into the eight learning areas, namely: a. MIB As
the core philosophy of Brunei Darussalam, MIB will be integrated across the whole
curriculum with the aim of helping students achieve the following learning
outcomes: Inculcate a sense of self worth and being true to ones identity as a
Bruneian menanamkan rasa jati diri dengan falsafah MIB Demonstrate love for the
country, nation and ruler Uphold and practise the values of Islam Contribute
positively towards the progress of the community, demonstrate a caring nature and
become part of a responsible society b. Thinking Skills The development of thinking
skills is key to learning. An important objective of the school curriculum is to enable
learners to develop their ability to reason and solve problems both within formal
school situations and daily life. The teaching of thinking skills enables students to
practise and develop a variety of concepts and skills in a meaningful context and to
communicate ideas they have learned meaningfully. Integrating thinking skills on a
cross-curricular basis enables the students to achieve the following learning
outcomes: Use basic analysis such as the gathering of information by category,
distinguish differences between suitable and unsuitable data, and predict the
outcome of data analysis Suggest conceptually sound solutions to theoretical and
practical problems through long term and short term formulas, resolve projects
according to priority, and develop strategies to achieve targets/goals. Suggest
conceptually sound solutions to problems in life encountered in the home, family
and workplace Use information sources wisely as reference and to support
viewpoints c. Digital-Age Literacy Digital age literacy serves as a tool for teaching
and learning. To achieve success in the 21st century, students need to attain certain
levels of mastery in the fields of science, technology and culture, as well as acquire
full understanding of any information that they acquire through various means.20
This aspect is aimed at enabling students to achieve the following learning

outcomes: ICT skills for creative learning Obtain information Analyse and
process information Present information Communicate electronically through the
local and global network d. Social Skills Programmes (SSP) This is a community
based initiative. These programmes engage students on social welfare and
development activities such as campaigns for environmental conservation, helping
the needy and workplace attachment. The activities are conducted out of school
hours in the classroom, school or community where the school is located. e. Cocurriculum Co-curricular activities support the school curriculum to achieve holistic
education. Every student in primary and secondary levels is able to participate in
co-curricular activities such as (section 4.2.14): Sports and games Uniformed
units Clubs and societies Arts and cultural groups/teams f. Entrepreneurship This
aspect enables students to achieve the following learning outcomes: Develop
positive attitudes and provide knowledge, awareness, values and skills to
individuals and the society on financial planning and entrepreneurship Inculcate a
culture of saving and practice prudence and wisdom in making use of opportunities
to diversify sources of income 3.7. Pedagogical Approach The SPN21 curriculum has
identified curriculum approaches which it considers appropriate for the primary and
secondary levels of schooling. At the primary level, the curriculum will be integrated
across subject areas using themes and topics that are based on understanding,
experience and the surrounding environment. Students will experience connectivity
across the learning areas, learning with understanding and are made aware that
ideas do not exist in isolation but connected. At the secondary level, the school
curriculum will be geared more towards specialisation. At both levels, the teaching
and the learning process will be student-centred with students being actively
engaged in learning both individually and in group. The teachers role will change
from being transmitter of facts and information to that of facilitator of learning. The
SPN21 curriculum recognises the different learning abilities and learning styles of
students. It encourages the school to create effective learning environments. The 21
differentiated syllabus of each learning area will consider the students ability and
capability with the content organised into: Core (Must do), Intermediate (Should do),
and Extended (Could do). A variety of appropriate teaching and delivery methods
should be used such as: Experiential e.g. group work, pair work, simulation,
interactive video, field day, game, role play, analysis of data or results
Reinforcement e.g. poster, leaflet, magazine article, newsletter Integrative e.g.
conference, forum, seminar Teachers are encouraged to make full use of ICT and
use a variety of seating arrangements, concrete materials, diagrams and charts,
newspaper clippings and other educational/teaching resources to make lessons
more interesting. Practical activities could include the use of educational games,
role play, the construction and use of models and experiments to demonstrate
concepts. Group discussions are encouraged to promote active students
participation and interaction. The Preschool and Lower Primary (Year 1 to Year 3)
curriculum integrates the 8 Learning Areas. Subject areas will be combined and
teachers will be encouraged to teach using an integrated approach. At this level,
learning will focus on laying the foundations of literacy and numeracy (3Rs), ICT and

the acquisition of social and personal skills. As children move to the Upper Primary
level of schooling (Year 4 to Year 6), they will learn the content areas in greater
breadth and depth. Schools will be required to conduct a measure of proficiency of
all students annually with special emphasis on reading/language and mathematics
in Year 3 to Year 6. It is recommended that schools provide easy access to highquality reading materials that includes tutoring and family literacy programmes. The
Fun, Play and Learn More approach to learning should be adopted. Early
intervention through individualised tutoring and reading recovery should be
implemented. Classroom management such as setting up of learning corners and
spaces, and parental/PTA involvement in organising activities should also be
emphasized. At secondary level the main focus will be on enhancing and reinforcing
the skills acquired during the primary years of schooling. There will be a move
towards a more discipline-based curriculum which among others includes basic pre
vocational, work related courses and the development of values and attitudes. 3.8.
Time Allocation The SPN 21 curriculum requires flexibility in time-tabling to ensure
the desired outcomes/objectives can be achieved. Time can be blocked to study a
subject area in-depth and to allow intervention schemes to take place, e.g. literacy
and numeracy focus, completion of project work, remedial and enrichment
activities, etc. In addition to these areas, new areas of study such as music and
drama, and other co-curricular activities such as library visits will also be included.
Apart from these, time will also be allocated for school assembly, registration and
break times. 3.9. Assessment Assessment is an integral part of classroom practice.
It focuses on how pupils learn and encourages pupils to engage in self-assessment
to improve their learning through 22 constructive guidance. It is important to
recognise the central role of classroom practice in which both the processes and
products of learning are assessed by methods most suited to them. In general,
assessment is done with the following aims in mind: To measure progress at
national levels; To measure the achievement of each school; To measure the level
of achievement of each student; and To facilitate teaching and learning. Educators
must be sensitive and constructive in giving feedback and reporting, hence
fostering students motivation. School and teachers are empowered to conduct
quality ongoing assessment of students learning outcomes. a. Assessment
Approaches There are three different approaches to classroom assessment: i.
Assessment of Learning Assessment of learning characterised by its summative
nature, is a process which determines the extent to which the learning outcomes
have been achieved at the end of a course of instruction. It is used primarily for
assigning course grades or for certifying pupil mastery of the intended outcomes. ii.
Assessment for Learning Assessment for learning characterised by its formative
nature, is the process of seeking and interpreting evidence for use by learners and
their teachers to decide where the learners are in their learning, where they need to
go and how best to get there. It helps to provide information for both students and
teachers to improve learning and teaching. Assessment for learning is underpinned
by the belief that every student can be helped to improve from where they are at
any given point in time and should be in line with the stated learning outcomes. iii.

Assessment as Learning Assessment as learning encompasses self-assessment and

peer-assessment. It emphasises the roles of the pupils, in particular their ability to
assess themselves and their peers. Pupil are trained to personally monitor what
they are learning and use feedback from this monitoring to make adjustments,
adaptations and even major changes in what they understand. b. Attainment Levels
Attainment levels describe the level of attainment of individual students based on
particular criteria which include aspects of knowledge and understanding, skills,
values and attitudes. This facilitates comprehensive reporting to students, teachers,
parents and other stakeholders regarding a students progress in the subjects
taken.23 c. School Based Assessment (SBA) School-based Assessment will play an
integral part in the proposed new curriculum. Whether it is formative or summative,
school and teachers are empowered to conduct quality on-going assessment of
pupil learning outcomes. This assessment is used for diagnostic and intervention
purposes, and is an integral part of good teaching practices. Information gained can
be used as a basis for the planning of teaching sequences, and the breadth and
depth of learning units in subsequent lessons. Learning difficulties that pupils have
encountered or misconceptions that they may have at an early stage can be
identified so that immediate and effective remedial help can be given. Students
with special needs will require adaptations and modifications according to their
nature of their special needs. With SBA, a greater emphasis will be placed on
student-centred learning and activity oriented pedagogy. There will also be more
emphasis on the process of learning (learning to learn) and less on drilling for
examinations. i. Guidelines on Student Progress Assessment (SPA) for SPN 21 Years
7 and 8 a. Introduction The Ministry of Education is in the process of preparing and
updating programmes for the implementation of the National System of Education
in the 21st century (SPN 21). A major task has been the construction and
development of schemes of work based on the cascading of the Cambridge GCE O
Level syllabus into Year 7 (the first year of secondary education) for the 4-year
(Years 7-11) and 5-year (Years 7-12) programmes. The schemes of work for Years 7
and 8 have been completed and are being used from January 2008 by all students
in Menengah 1 (Year 7). All students in Years 7 and 8 will do a common curriculum.
This curriculum for Years 7 and 8 will be accompanied by the Student Progress
Assessment (SPA), a new assessment approach. This is conveyed through the
Ministry of Education circular 7/2008 (Appendix 4). b. Aims Replaces the Penilaian
Menengah Bawah (PMB) Shifts from a summative assessment orientation to a
system of assessment characterised by the measurement of student progress and
achievement Serves as the basis for selection to the 4-year or 5-year programme,
i.e. for 2 or 3 years of study after students sit the Student Progress Examination at
the end of Year 8 Facilitates the school, student and parents selection of subject
combinations to be offered in the General Education Programme or Applied
Programme c. Objectives To assess student achievement through valid, reliable
and meaningful means/instruments To prepare detailed reports on student
achievement for students and parents To assess other dimensions of educational
development (skills, knowledge, attitudes/values)24 To identify strengths and

weaknesses in student learning in order to take the appropriate steps towards

intervention and remediation To enable school administrators and teachers to
conduct assessment that is not only suitable and accurate but valid and reliable To
set national standards as benchmarks for all schools, especially for the Student
Progress Examination in Year 8 d. Scheme of Assessment for Years 7 and 8 SPA
Components The SPA comprises two components as follows (Table 1): SchoolBased Assessment (SBA) This will be administered throughout Years 7 and 8
Student Progress Examination This will be administered at the end of Year 8 Table 1:
Student Progress Assessment [SPA] Components STUDENT PROGRESS ASSESSMENT
[SPA] COMPONENTS SCHOOL-BASED ASSESSMENT YEAR 7 AND 8 (SBA) CENTRALLY
ADMINISTERED EXAMINATION AT THE END OF YEAR 8 CORE SUBJECTS
ADMINISTERED BY EXAMINATION DEPARTMENT OTHER SUBJECTS ADMINISTERED BY
SPECIAL COMMITTEES Formative & Summative Assessment. A variety of methods/
instruments. Not standardized but based on assessment guidelines to ensure
validity and reliability. School-based marking and reporting. Monitored by school
authorities. Examination Department will prepare question papers, guidelines and
mark schemes for core subjects (Bahasa Melayu, English Language, Mathematics
and Science) to ensure national standards. Marking and reporting will be done by
teachers of the schools concerned. For other subjects, the Scheme of Work
Preparation Committees will prepare the question paper, guidelines and mark
scheme. Marking and reporting will be done by teachers of the schools
concerned.25 e. SPA schedule Each academic year consists of 2 semesters
(Semester 1 and 2) and each semester has 2 terms (Terms 1, 2, 3 and 4) as
indicated in Table 20 below. Table 2: SPA Schedule SCHOOL-BASED ASSESSMENT
(SBA) (Formative & Summative) SEMESTER 1 SEMESTER 2 (Term 1) (Term 2) (Term
3) (Term 4) YEAR 7 Method Flexible and fit for purpose Examples: Topical Tests
Homework Class Work Practical Work Fieldwork Project Work Coursework
REPORTING Method Flexible and fit for purpose Examples: Topical Tests
Homework Class Work Practical Work Fieldwork Project Work Coursework
REPORTING Method Flexible and fit for purpose Examples: Topical Tests
Homework Class Work Practical Work Fieldwork Project Work Coursework
REPORTING Method Flexible and fit for purpose Examples: Topical Tests
Homework Class Work Practical Work Fieldwork Project Work Coursework
School Examination End of Year 7 REPORTING YEAR 8 Method Flexible and fit for
purpose Examples: Topical Tests Homework Class Work Practical Work
Fieldwork Project Work Coursework REPORTING Method Flexible and fit for
purpose Examples: Topical Tests Homework Class Work Practical Work
Fieldwork Project Work Coursework REPORTING Method Flexible and fit for
purpose Examples: Topical Tests Homework Class Work Practical Work
Fieldwork Project Work Coursework REPORTING Method Flexible and fit for
purpose Examples: Topical Tests Homework Class Work Practical Work
Fieldwork Project Work Coursework STUDENT PROGRESS EXAMINATION END OF
YEAR 8 REPORTING f. Percentage Distribution of marks for SPA Table 3: Distribution
of Overall Student Progress Assessment (SPA) Weighting for Core Subjects

Assessment Weighting School-based Assessment (SBA): Years 7 & 8 30 %* Student

Progress Examination End of Year 8 70 %* Total SPA 100 %26 Note:* This
percentage is subject to change based on future developments and progress
Weighting for other subjects will be determined by Special Committees. Table 4:
Distribution of Assessment Weighting for SBA and Student Progress Examination
Year Semester Weighting (percentage) Final Weighting for SPA Year 7 Semester 1
SBA 30 % Semester 2 SBA School examination End of Year 7 (SBA) Year 8 Semester
3 SBA Semester 4 SBA Student Progress Examination End of Year 8 70 % 70 % Total
SPA 100 % g. Reporting on SPA to parents Reporting will involve the use of marks
and descriptions. These will provide good indications of a students achievement to
the students parents and the student himself/herself. Students and parents will
receive full reports at the end of every term. All reports will indicate the students
progress in skills, knowledge and attitudes/values. Reports will also indicate the
students current achievement in comparison with his/her potential and past
achievement. Provides the opportunity to discuss the strengths and weaknesses of
students and to identify aspects that can be improved or extended/enhanced. ii.
Guidelines on Selection Criteria for channelling students into 4 year or 5 year
programmes, into Pure Science streams and other programmes at the secondary
level of education a. Introduction In the SPN 21, students in the secondary level are
channelled into either the 4-year (Year 7-10) or 5-year (Year 7-11) programmes.
Students in the 4-year programme will sit the Brunei Cambridge General Certificate
of Education O Level examination in Year 10 while those following the 5-year
programme will sit the examination in Year 11. All the students in the two
programmes will follow a common curriculum for the first two years i.e. in Years 7
and 8. 27 Selection of students for the next two years of study (for the 4-year
programme) or the next three years of study (for the 5-year programme) will
depend on the students performance in the Student Progress Assessment (SPA).
The Student Progress Assessment consists of 2 components namely School-Based
Assessment (SBA) and the Student Progress Examination. Marks for the School
Based Assessment (SBA) will be taken from all the student assessments conducted
in Years 7 and 8 whilst marks for the Student Progress Examination will be taken
from the examination at the end of Year 8. b. Selection Criteria for
Streaming/Channelling of Students The selection criteria for the channelling of
students will be based on the Student Progress Assessment (SPA) which will be used
for the following purposes: Channelling of students to the 4-year or 5-year
programmes Selection of students for the Pure Science stream in either the 4-year
or 5-year programmes To enable school authorities to determine the criteria for
channelling students to the General Education Programme or the Applied
Programme, depending on the students interest and aptitude To enable the school
authorities, parents and students to choose subject combinations that are suitable
and relevant in the General Education Programme or the Applied Programme c. How
the Student Progress Assessment (SPA) will be put to use The selection of students
to do either the 4-year or 5-year programmes will be determined by the students
performance in the Student Progress Assessment (SPA) via both the School-Based

Assessment (SBA) and the Student Progress Examination at the end of Year 8. The
School-Based Assessment (SBA) will indicate the overall percentage of marks
gathered from a variety of student assessments conducted in Years 7 and 8. The
Student Progress Examination will comprise the total percentage of marks obtained
from examinations for core subjects prepared and administered by the Department
of Examination and from examinations for other subjects administered by Special
Committees. The distribution of percentages of marks for the School-Based
Assessment (SBA) and the Student Progress Examination is as follows: Table 5 :
Weighting of Student Progress Assessment (SPA) for Core Subjects Assessment
Weighting School-based Assessment (SBA): Years 7 & 8 30%* Student Progress
Examination End of Year 8 70%* Total SPA 100% Note: * This percentage is subject
to change based on future developments and progress Weighting for other subjects
will be determined by Special Committees.28 d. Selection Criteria for 4-Year or 5Year General Education Programme or the 5-Year Applied Programme i. 4-Year
General Education Programme To qualify for this programme, students are required
to have attained the expected average percentage of marks for relevant subjects in
the Student Progress Assessment (SPA). The school authorities will consult the
parents of students who qualify to do the 4-year programme and seek their consent
before placing their children in the programme. Table 6 : Percentage of marks
required to qualify for the 4-year General Education Programme Subjects
Percentage obtained from SPA CORE SUBJECTS Bahasa Melayu 70% and above
English Language 70% and above Mathematics 70% and above Science 70% and
above OTHER SUBJECTS Any 3 subjects Average 60% and above ii. 5-Year General
Education Programme Science Stream To qualify for this programme, students are
required to have attained the expected average percentage of marks for relevant
subjects in the Student Progress Assessment (SPA). Table 7 : Percentage of marks
required to qualify for the 5-year General Education Programme Science Stream
Subjects Percentage obtained from SPA CORE SUBJECTS Bahasa Melayu 60 % and
above English Language 50 % and above Mathematics 50 % and above Science 50
% and above OTHER SUBJECTS Any 3 subjects Average 50% and above iii. 5-Year
General Education Programme and Applied Programme Students who do not fulfill
the conditions stipulated in 4.1 and 4.2 above are automatically channeled into the
5-year General Education Programme or the Applied Programme, at the discretion
and consideration of the school. 29 iv. Special Applied Programme This programme
caters for students with low achievement in the Student Progress Assessment (SPA)
who are more inclined towards hands-on learning and concrete learning. The criteria
for selection of students to the Special Applied Programme will be based on their
performance in the Student Progress Assessment (SPA), as shown in Table 21c
below. Table 8 : Percentage of marks obtained for channelling to the Special Applied
Programme Subjects Percentage obtained from SPA CORE SUBJECTS Bahasa Melayu
40% and above Language & Communication 20% and above Functional Science
20% and above Functional Mathematics 20% and above OTHER SUBJECTS Any 3
subjects Average 20% and above 3.10 Enabling The School And Teachers The
schools will have greater flexibility to develop programmes appropriate for local

needs and to foster deep understanding. Teachers' new roles will create new
demands on them in managing a productive learning environment. Teachers are
now being asked to be facilitators or coordinators of their classes of students who
will be working independently as individuals or small collaborative groups on
different projects. Technology-based tools and environments will be provided to
support teachers in these new roles. Technology will also be used to facilitate
teachers understanding and evaluation of students' work. They will have more
responsibility for orchestrating a much wider array of experiences for students than
in the past. Their roles will shift in response to these developing conceptualizations
of core knowledge, effective curriculum, and flexible coordination of resources. This
will require developing educational infrastructure with the necessary distribution of
expertise and resources. 3.11 Monitoring of Standards A comprehensive, systematic
and valid monitoring and benchmarking mechanism needs to be devised and set in
place.